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Cognitive component (level) of attitude formation process and its influencing factors Source: composed by the authors according to Ajzen (1985, 2001, 2005), Fishbein, Middlestad (1995)
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The article discusses the theoretical aspects of attitude formation, the factors influencing the formation of consumer attitudes and their relationship with consumer health behavior. The second part of the article presents the results of an empirical study revealing a tendency, that consumers believe in health behavior, but not perform it. Using th...
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Context 1
... the cognitive level, attitudes formation is inseparable from the information, knowledge and information received by the individual through external stimuli. Based on the cognitive aspects of attitudes formation discussed, it is possible to distinguish the factors that influence attitude formation at the cognitive level (Figure 2). Ajzen (1985Ajzen ( , 2001Ajzen ( , 2005), Fishbein, Middlestad ...
Citations
... Attitudes and attitude formation have always been an area of interest for scholars in various fields. As mentioned in the previous publications (Walther et al., 2011;Pratkanis et al., 2014;Crano and Gardikiotis, 2015;Eagly and Chaiken, 2019;Bakanauskas et al., 2022;etc.), attitude formation is a multilevel process that integrates affective, cognitive and behavioural components, and consumer behaviour is the result of this process. ...
The article reviews the impact of cognitive factors on the formation of consumer attitudes towards health behaviour. Following a short overview of the cognitive component (level) of attitude formation and its factors, as well as a theoretical model of the formation of attitudes towards health behaviour, the results of the empirical study are presented to measure the impact of the consumer’s level of education on the formation of consumer attitudes towards health behaviour. The evaluation of the results provides some insights, conclusions and directions for future research.
... Attitudes have been studied extensively (Aguilera & Perales-Palacios, 2020;Albarracin & Shavitt, 2017;Bakanauskas et al., 2022;Bohner & Wanke, 2002;Burns, 2014;Cook et al., 2020;Forgas, 2010;Habineza, 2018;Kakupa & Xue, 2019;Lei, 2008;Lorenz et al., 2021;MacArthur, 2020;Mellor & Duff, 2019;Nicholas & Gilbert, 1980;Steptoe et al., 2002;Yamashita et al., 2018). They signal beliefs, perceptions, and assessments (Forgas, 2010), and they guide our actions in the present while simultaneously shaping future behavior and planning. ...
... While research learning begins in music therapy training programs (AMTA, 2021) and may continue in continuing education opportunities (CBMT, 2020b), it is important to understand the status of attitudes toward research among students, interns, and professionals and the factors that contribute to those attitudes. Attitudes are complex and have cognitive, affective, and behavioral components (Bakanauskas et al., 2022). In general, they are formed by information from individual experiences; summary information about groups, ideas, or topics; emotional responses; and actions or intended actions (Bakanauskas et al., 2022). ...
... Attitudes are complex and have cognitive, affective, and behavioral components (Bakanauskas et al., 2022). In general, they are formed by information from individual experiences; summary information about groups, ideas, or topics; emotional responses; and actions or intended actions (Bakanauskas et al., 2022). It is especially difficult to change attitudes toward topics that require actions or efforts by the individuals who hold those attitudes (Albarracin & Shavitt, 2018). ...
This study used a three-condition experimental design to determine which was more effective in changing music therapists’ attitudes toward research: a vignette demonstrating positive outcomes of using research to inform clinical work (PO), a vignette showing negative outcomes of not using it to inform clinical work (NO), or a research summary (RS). The outcome measure had three subscales, focused on perceptions of usefulness, anxiety, and positive predispositions.
Respondents (N = 656) included students and professionals. Findings indicated that anxiety decreased more for the RS than the NO condition, F(2, 653) = 4.0, p = .02, η2 = 0.01. Perceptions of usefulness increased more for the NO than the RS condition, F(2, 653) = 5.83, p = .003, η2 = 0.02. Those with undergraduate or master’s degrees had greater overall increases in positive attitudes than did those with doctorates, F(2, 607) = 8.13, p < .001,η2= 0.26. There was an interaction effect on predispositions based on years in the field and experimental condition p = .009, those with 10 or fewer years in the field had more improvement in the RS than the PO condition (p = .047), while those with 11 or more years in the field had more improvement in the NO than the RS condition (p = .040). Recommendations focus on applications in education and in continuing education.
